Schooling across cultural borders; theories of development; New Zealand’s trade/aid relations with less developed countries; postcolonial theory and Western and Indigenous knowledges; the politics of English language teaching in non-English speaking settings and global flows of students/teachers and educational ideas.
Can education solve the world's problems? Schools are often expected to produce global
citizens who can address an array of very complex global issues. Yet, these issues
are increasingly complex in the 21st Century; a time defined by mass global migration,
climate change, political unrest, economic precarity, and various other processes
of, and reactions to, globalisation.
This paper introduces students to a wide range of challenging global issues and systems that are shaping and confronting education in Aotearoa New Zealand and beyond. Topics covered in the paper include: schooling across borders, global mobility and the refugee crises, children's rights and the United Nations, humanitarian aid and international development, the internationalisation and corporatisation of education, the politics of English language teaching in non-English speaking settings, education for global citizenship and intercultural understanding, and colonisation, Indigenous knowledges, and postcolonialism.
The paper provides provocations and tools to help inform, enrich, and extend students' understandings of global issues and how these might impact their work in the future, whether students are hoping to teach or be involved with education policy or practice in any capacity. This paper will have particular appeal among students with an interest in human rights, social justice, sociology, and education.
As part of this paper, students have the opportunity to be involved in the Red Cross Refugee Resettlement Programme which will count towards their assessment.
|Paper title||International Perspectives in Education|
|Teaching period||Second Semester|
|Domestic Tuition Fees (NZD)||$868.95|
|International Tuition Fees (NZD)||$3,656.70|
- EDUC 101 or EDUC 102 or 108 points.
- Schedule C
- Arts and Music
- With approval, students who have passed EDUC 105 prior to 2017 may be admitted without the normal prerequisite.
- Dr Catherine Hartung (Lecturer in Education Studies)
- Teaching staff
- Paper Coordinator : Dr Catherine Hartung
- Paper Structure
- The paper is structured around the following three questions:
- How is education experienced differently around the world?
- How have major global issues, agencies, and systems shaped educational priorities in the 21st Century?
- How does, and can, Aotearoa New Zealand respond to global changes that have a direct impact on the country's schools and communities?
- attending and actively engaging in the lectures (1 hour/week) and workshops (2 hours/week);
- collaborating with peers in workshops to explore, formulate, debate, and evaluate course material from different points of view;
- completing the weekly readings and making connections with lectures and workshops; and
- demonstrating depth of understanding of the course material via written assignments and class presentations.
- There is no textbook for this course, instead the weekly readings (journal articles and book chapters) will be available online via eReserve and/or the Robertson Library course reserve.
- Graduate Attributes Emphasised
- Global perspective, Interdisciplinary perspective, Lifelong learning, Communication,
Critical thinking, Cultural understanding, Ethics, Information literacy, Research.
View more information about Otago's graduate attributes.
- Learning Outcomes
- Upon completion of the paper, students will be able to recognise and critically examine:
- a personal philosophy for education work across borders of cultural and national difference;
- a broad range of theory to complex educational issues in a globalising world;
- historical and colonial origins of contemporary education systems globally;
- the global flows of knowledge, pedagogical understandings, educational ideas, and teachers themselves; and
- the linkages between education and the uneven distribution of social and economic privilege globally.